What University Students Really Think About Drugs e Smoking

Hey there! Let’s chat about something that’s a big deal, especially when you’re navigating the exciting, sometimes overwhelming world of university life: how young adults perceive things like smoking and drug use. It’s a time of independence, new friends, and maybe a few new pressures, right? So, understanding what’s going on in the minds of students regarding substance use is super important.

We recently looked into a study that dives deep into this very topic among students at Tanta University in Egypt. The goal was to figure out their perceptions – what they think, what they know, and what influences their views on tobacco and drugs. It’s not just about *if* they use them, but *how* they see the whole picture.

Initial Reactions: Rejection vs. Temptation

First off, the good news! The study found that students generally have a pretty positive attitude *against* using drugs and smoking. We’re talking strong rejection here – over 80% of the participants were firmly against trying drugs. That’s a solid foundation, wouldn’t you say? It suggests a general awareness of the potential dangers and social stigma.

However, and there’s always a “however,” isn’t there? While outright rejection of *all* drugs was high, there were some nuances. A small percentage weren’t completely against trying certain things just once or twice, like tranquilizers (6.2%), smoking less than 10 cigarettes (3.8%), or even occasional hashish/bhang (around 3.5%). It seems the perception of risk isn’t uniform across all substances. Some might see things like occasional tobacco or certain prescription drugs as less risky than, say, heroin.

Interestingly, when asked about the *possibility* of them personally starting drug use, a large majority (two-thirds up to 91%) felt it was “almost impossible” for them. That’s confidence! But, a noticeable chunk (12.2%) felt it would be “easy/very easy” to start cigarette smoking. This was followed by analgesics and tranquilizers (8.6%) and alcohol (6.1%). This tells us that while they might reject the *idea* of hard drugs, the gateway substances like cigarettes and easily accessible medications are perceived as much less of a barrier. Maybe they see these as more controllable?

The Knowledge Gap: What Students Know (and Don’t Know) About Health Risks

Okay, so attitude is one thing, but what about knowledge? This is where things get a bit concerning. The study revealed a moderate level of knowledge about the connection between drug use and infectious diseases. Less than half (45.6%) knew about the link between injecting drug use and HIV. Knowledge about Hepatitis B (51.9%), Hepatitis C (54.3%), and sexually transmitted infections (42.9%) linked to drug use wasn’t much higher.

Here’s a fascinating point: knowledge about these health risks was significantly higher among *females* compared to males. This difference is worth thinking about – why the disparity? Is it how health information is disseminated, different social circles, or something else entirely?

This gap in understanding the serious health consequences, particularly infectious diseases, is a critical area. If you don’t fully grasp the potential harm, your “rejection” might not be as robust when faced with temptation or peer pressure.

Finding Help: Awareness of Support Services

Another area where the study found low numbers was awareness of available support services. Only about half (50.5%) knew about the general drug use hotline. Even fewer (45.1%) were aware of the hotline specifically for quitting. When it came to HIV/AIDS services, the numbers were even lower: 16.4% knew about the HIV/AIDS hotline and only 23.2% about voluntary counseling and services. Awareness of governmental drug rehabilitation centers was also quite low at 29.0%.

This is a big red flag. Even if students have a positive attitude against drug use, if they or someone they know *does* start struggling, they might not know where to turn for help. This lack of awareness about resources can be a major barrier to seeking treatment and support. It highlights a potential disconnect between public health efforts and reaching the student population effectively.

Who’s More Likely? Risk and Protective Factors for Smoking

The study also looked at factors associated with smoking among these students. It turns out certain characteristics made students *more* likely to smoke:

• Being male: Males were significantly more likely to smoke (the study mentions an odds ratio of 17.922 – that’s a *huge* difference!).
• Urban residence: Students from urban areas had a higher risk.
• Being a student in a theoretical faculty: Students in fields like Commerce, Arts, and Law were more likely to smoke than those in medical or practical fields.

Why these factors? The researchers suggest things like potentially more freedom of movement and communication for males, greater access to substances in urban areas, and perhaps more free time or different social pressures in theoretical faculties compared to the demanding schedules of practical/medical fields.

On the flip side, some factors seemed to offer protection against smoking:

• Younger age (under 20): Younger students were less likely to smoke. Maybe they’re still under more parental supervision?
• Parents’ educational level below university: Students whose fathers or mothers had less than a university education were less likely to smoke. This is interesting and contrasts with some other studies. The researchers here speculated that parents with lower formal education might have more time or a different approach to monitoring their children.
• Second birth order: Being the second-born child also seemed protective. Perhaps parents learn from raising the first child?

These factors paint a picture of how background and environment can play a significant role in a student’s likelihood of smoking.

Why It Matters: Implications and Recommendations

So, what do we take away from all this? We learned that while university students largely reject the *idea* of drug use, there’s a worrying lack of knowledge about the serious health risks and, crucially, a significant lack of awareness about where to find help if problems arise. We also saw that specific demographics and backgrounds influence smoking risk.

This study is valuable because it gives us concrete data from a region where such information isn’t always readily available. It highlights the need for targeted interventions. It’s not enough to just say “drugs are bad.” We need to:

• Boost Knowledge: Implement comprehensive educational programs that don’t just scare students but provide accurate, detailed information about the health consequences of *all* substances, including infectious diseases.
• Promote Services: Make sure students know exactly *where* to go for help – hotlines, counseling, rehab centers. This information needs to be highly visible and easily accessible on campus and through media.
• Build Life Skills: Help students develop coping mechanisms for stress, anger, depression, and loneliness that don’t involve substance use.
• Tailor Approaches: Recognize that risk factors exist (like gender, location, faculty) and potentially tailor prevention messages or support services to these groups.
• Support Quitting: Develop clear policies and support systems for students who want to quit smoking or other substance use.

It’s clear that while the attitude against drug use is strong, there are vulnerabilities related to knowledge, awareness of help, and specific risk factors. Addressing these gaps is key to supporting students and promoting healthier choices during this formative time.

Of course, like any study, this one had limitations. It was a snapshot in time at one university, and relying on students to report their own perceptions can sometimes be tricky (people might not be totally honest about sensitive topics). But with a large sample size covering all faculties, it still gives us a really good idea of the situation.

Ultimately, understanding how students perceive these issues is the first step in helping them navigate the challenges and make informed decisions. It’s about empowering them with knowledge and ensuring they know support is available.

Source: Springer